SBV Journal of Basic, Clinical and Applied Health Science

Register      Login

VOLUME 3 , ISSUE 3 ( July-September, 2020 ) > List of Articles

EDITORIAL

Medical Professionalism: during COVID-19 Times and Beyond

Subhash C Parija, Balachandra V Adkoli

Keywords : Competency-based medical education, Faculty development program, Medical education, Portfolio, Professionalism, Quality assurance

Citation Information : Parija SC, Adkoli B V. Medical Professionalism: during COVID-19 Times and Beyond. 2020; 3 (3):93-95.

DOI: 10.5005/jp-journals-10082-02265

License: CC BY-NC 4.0

Published Online: 01-09-2020

Copyright Statement:  Copyright © 2020; Jaypee Brothers Medical Publishers (P) Ltd.


Abstract

This article is third in the series of articles exploring the role of professionalism in medical education. In the earlier episodes, we have discussed, the meaning and importance of medical professionalism, and the challenges involved in teaching this key component in the undergraduate medical curriculum based on competency-based medical education (CBME). However, the pandemic of COVID-19 has shocked the entire medical education system. Nevertheless, it has forced the medical colleges to explore alternate modes of online teaching. With this development, the role of various stakeholders, the faculty, the students, medical colleges, regulators, and the civil society will drastically change as the technology will take the central stage. We offer some concrete suggestions, which include reorganization of faculty, upgrading of IT infrastructure and simulation labs, retraining of the faculty and students in tune with the technology, and synergizing faculty development with internal quality assurance. We conclude that development of medical professionalism is a long-drawn agenda and we need to collect further evidence, which will take time.


PDF Share
  1. Parija SC, Adkoli BV. The contours of medical professionalism. J Basic Clin Appl Health Sci 2019;2(4):125–127. DOI: 10.5005/jp-journals-10082-02231.
  2. Medical Council of India. Competency based undergraduate curriculum for the Indian Medical Graduate. Medical Council of India, 2018. Available at www.mciindia.org/CMS/information-desk/for-colleges/ug-curriculum.
  3. Sahi PK, Mishra D, Singh T. Medical education amid the COVID-19 pandemic. Indian Pediatr 2020. 1–11. DOI: 10.1007/s13312-020-1894-7. https://www.indianpediatrics.net/COVID29.03.2020/SA-00181.pdf.
  4. Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA 2002;287(2):226–235. DOI: 10.1001/jama.287.2.226.
  5. Passi V, Doug M, Piele E, Thistlethwaite J, Johnson N. Developing a medical professionalism in future doctors: a systematic review. Int J Med Educ 2010;1:19–29. DOI: 10.5116/ijme.4bda.ca2a.
  6. Kirk LM. Professionalism in medicine: definitions and considerations for teaching. Proc (Bayl Univ Med Cent) 2007;20(1):13–16. DOI: 10.1080/08998280.2007.11928225.
  7. Papadakis MA, Hodgson CS, Teherani A, et al. Unprofessional behaviour in medical schools is associated with subsequent disciplinary action by a state medical board. Acad Med 2004;79(3):244–249. DOI: 10.1097/00001888-200403000-00011.
  8. Adkoli BV, Mehta M, Nayar U. Attitudes, values and professionalism. In: Bhuiyan PS, Rege N, Supe AN. The Art of Teaching Medical Students. 3rd ed., New Delhi: Elsevier; 2015. pp.203–217.
  9. Ramaswamy R. “Medical humanities” for India. Indian J Med Ethics 2012;9(3):144–147. DOI: 10.20529/IJME.2012.048.
  10. Modi JN, Anshu, Gupta P, Singh T. Teaching and assessing professionalism in the indian context. Indian Pediatr 2014;51(11): 881–888. DOI: 10.1007/s13312-014-0521-x.
  11. National Assessment and Accreditation Council (NAAC), Bengaluru, Manual of Health Sciences for Universities. Available at http://www.naac. gov.in/images/docs/Manuals/HSM-University-25Mar19.docx.
PDF Share
PDF Share

© Jaypee Brothers Medical Publishers (P) LTD.